An analysis of teachers‟ exemplary instructional strategies in relation to NSSCO learners‟ learning difficulties in solving algebraic equations in Omaruru circuit
| dc.contributor.advisor | Kandjeo-Marenga Hedwigh U. | |
| dc.contributor.author | Lumeta, Beath A. | |
| dc.date.accessioned | 2026-06-23T16:35:36Z | |
| dc.date.available | 2026-06-23T16:35:36Z | |
| dc.date.issued | 2025 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education ( Mathematics Education) | |
| dc.description.abstract | This study analysed teachers‟ exemplary instructional strategies in relation to NSSCO learners‟ learning difficulties in solving Algebraic equations in Omaruru Circuit, Erongo Educational Region, Namibia. This study used Cognitive Constructivism Theory as its theoretical underpinnings. The study applied a convergent mixed method, QUAN and QUAL, approach, using a quasi-experimental design and an existential phenomenology design to identify learners‟ learning difficulties in Algebra as well as the instructional strategies employed by teachers to assist those learners. One public school was purposively sampled, and one private school was automatically selected for study. Data collection instruments include pre tests and posts. The participants were two National Senior Secondary Certificate Ordinary (NSSCO) Mathematics teachers and 36 grade 10 learners. The data collected from pre-tests and post-tests were analysed quantitatively and the two proposed hypotheses were tested using the t-test at α = 0.05 method of analysis while the data from observations were descriptively analysed. The study‟s findings revealed the following: (1) Learners have more difficulties in word problems, factorizing, LCM, binomial expansion, reciprocal and inequality direction among all the other difficulties identified. (2) Watching videos assisted learners with learning difficulties in Algebra than peer teaching and group discussion. (3) The t (stat) = 2.56 is more than t (critical) = 2.04 and this reject the null hypothesis. This indicates that there is a significant difference in the mean scores of learners taught using exemplary instructional strategies and learners taught using traditional methods. Learners taught using exemplary instructional strategies performed better than those taught using the traditional methods. The study recommends that teachers must use instructional strategies that allow learners to actively participate in their learning such as peer teaching, group discussions and allow them watch educational videos since these strategies enhance learners‟ interest in learning. Hence, Educational regions should organize numerous Mathematics workshops, so that teachers meet, discuss and share exemplary instructional strategies which are ideal for teaching Algebra | |
| dc.identifier.uri | http://hdl.handle.net/11070/4265 | |
| dc.language.iso | en | |
| dc.publisher | University of Namibia | |
| dc.subject | Mathematics | |
| dc.subject | Algebra | |
| dc.subject | Teachers‟ instructional strategies | |
| dc.subject | Learners learning difficulties | |
| dc.subject | Solving Algebraic equations | |
| dc.subject | Instructions | |
| dc.subject | Traditional methods | |
| dc.subject | Namibia | |
| dc.subject | University of Namibia | |
| dc.title | An analysis of teachers‟ exemplary instructional strategies in relation to NSSCO learners‟ learning difficulties in solving algebraic equations in Omaruru circuit | |
| dc.type | Thesis |